In addition to the mobility project with the Spanish University of Jaen (https://www.ujaen.es/en) which has been implementing since 2018, the department has received two new partners for the realizing academic mobility of students and teachers according to the results of the Erasmus+ KA107 Call:
The defences of the master students at the Artificial Intelligence Department, who studied on the educational and scientific program “Artificial Intelligence Systems” (speciality 122 – Computer Science) has ended.
The last day of defence was notable for the fact that the rector, professor Valery Semenets connected to us for a video conference of the examination board meeting. He listened to some of the presentations, took part in an online discussion, and even asked a few questions to defenders. We hope he was engaged in the same way as us. Almost all topics of master’s theses are practical and contemporary. The presented works were devoted to the research both fields of cognitive and computational intelligence. The results of studies on the application of various types of deep neural networks for solving applied problems, including natural language processing, image recognition, and even game development, were presented. The students researched the modelling of scaleless networks, studied their properties and practical implementation in the form of both professionally-oriented and social networks. There were also works in which the approaches of cognitive and evolutionary modelling applied to the development of intelligent decision support systems in poorly structured situations. Summing up, students are not afraid to undertake complex but exciting projects for them required pre-processing of a large amount of data and even full-scale experiments.
We wish our Masters new interesting creative tasks, health and success!
We met the second day of defences of the master students at the Artificial Intelligence Department, who studied on the educational and scientific program “Artificial Intelligence Systems” (speciality 122 – Computer Science). It was not as saturated as the first day. Still, we delighted to see together with the masters of full-time education, the defences of the correspondence-distance education master students. Of course, it was more difficult for part-time students to cope with the subjects of our department, because of many basic disciplines relating to mathematical foundations and especially intelligent information technologies we deliver to our students at the undergraduate level. But still, everything worked out well and perfect.
The spectre of themes includes the problems of ontological modelling; the study of the methods of semantic analysis of natural language; the study of machine learning methods and algorithms for solving applied problems; as well as the rapidly developing research of scale-free networks and the study oftheir assortativity.
The questions of the examination board members and following discussions on some presentations were looking like it is the scientific conference discussion. It proves the fact all thesis subjects are modern and very relevant.
We congratulate our new Masters and wish them good luck!
Distance learning is becoming an integral part of our professional life. Today we had the first day of defences of the master students at the Artificial Intelligence Department. Our students studied under the educational and scientific program “Artificial Intelligence Systems” (speciality 122 – Computer Science).
It was interesting, and first of all, for the students themselves. The defences happened online! The main challenge was to meet the allotted time and report the basics of student’s work. Perhaps this was not so easy, while the reaction of the board members to the report is not immediately visible. But, such a remote mode of students defence did not bother them at all, needed to mention. They very confidently defended themselves and answered questions from the examination board. Perhaps because students have defended their Master’s thesis for today are the best of the best, real stars. Or probably because all of them already successfully work in IT companies and have experience in work and communication online.
The topics of Master’s thesis were contemporary and exciting, dedicated to deep neural networks and their application in practical problems of clustering, classification, image recognition, research of ranking methods to improve the results of search engines, thematic modelling of a corpus of natural language texts.
We congratulate our Masters with excellent defence results and wish them further creative success and professional growth!
Despite the quarantine, teachers of the AI Department continue to engage in the scientific work and participates’ in conferences. On May 14-15, 2020, our teachers and students tooks’ part in the 9th International Scientific Conference “Mjdern problems of mathematical modeling, forecasting and optimization”, which was taking place in the Kamianets-Podilskyi. The second one was took place on May 15-16, 2020, in Zaporizhia and Kropyvnytskyi.
The new day on quarantine started with the routine: reading the mail, watching the news, studying the next chapter of the “Creating and sustaining value” module. Than for changing the scene, I started completely fresh movie series ‘Hollywood’ 2020. Well, it was a straightforward genre and battered plot, but suddenly it has a profound message and great actors’ play. But in parallel, I’ve been reading the article which became the subject of my today note.
I don’t believe any evangelists. I think all of them are an upstart, at least most of all. They cling to a popular idea and with their mediocre acting and charismatic ability to hold the audience in impatient wait for a miracle just to spin up the view! The article has the exact title “Cure Impostor Syndrome with Functional Programming” by Loïc TRUCHOT.
The author is a practising programmer with 10-year experience and the position of the senior. He recently started to teach and write the articles for Medium.com.
It is the practitioner-programmer’s confession in all possible deadly sins of modern programming. It evokes sympathy and attracts attention: “Who, after a degree and ten years of practice in a field, can feel like an impostor; an eternal newbie? Programmers, of course.”
We are teachers and do the creatures of imposters, upstarts, eternal newbie? We teach all that crap: “DDD, design patterns, API, microservices, TDD, linters + prettiers, comments, GitFlow, best frameworks and libraries, Docker, CI/CD and DevOps, KISS, Redux, ReactiveX, Agile management, task runners and transpilers, pair programming and reviews, etc.”
YES! That is all the spaghetti code in mind of the future programmers! We program the students with the idea to make mistakes and then struggle to overcome them! “It’s bug oriented programming.”
When I came to the second part of the article I’ve been convinced it is the gospel! It can not be anything else! Just listen to this:
“Stop filling the endless void with more code.”
“Stop combining unreliable tools without knowing the basics.”
“Stop developing new data structures without expressing the potential of existing ones.”
“Stop being an impostor.”
“Have you heard about functional programming?”
Unbelievable! Behold, and be happy! And there is the preaching the righteous path.
I still am in doubt and looking for the path. I am at the beginning of it. Anyway, the articles like this one give a hope our students will take the advice: “I still have everything to learn from math, because I avoided it for all those years. But now, my impostor syndrome begins to vanish.”
I hope you will find 9 minutes for reading the article and reflecting on new arguments!
Distance learning provides new opportunities for students and teachers. This time we gained the experience of presentations and defending student essays online.
Third-year students defended group essays in the module “Systems of intelligent processing of natural-language information.” The idea behind this activity is as follows. Students formed teams of 2-4 people on their own. Since the module is elective, the team may include students from different academic groups. Each team chose a topic for the essay based on their preference. The problem can be selected either from the proposed list or some other relevant to the course subject.
The team member in charge of leadership has a responsibility of representing the work overall. Here is the scenario of team presentations. One team’s member showed up the slides for a public. Every student spoke in turn. The first student makes an introduction, including a history of the theme and the current state of the problem. The next one makes a detailed analysis of the problem and suggests well-known methods for solving it. The last one concludes, speaks about the obstacles that exist in this area of Natural Language Processing and some promising approaches to solving the problem at hand. Thus, everyone feels responsible for the material presented as a whole and for their part.
Postgraduate first-year students defended their essays in the module “Ontological Engineering.” It was an individual task. Each student chose a topic from the list or offered their own. Since almost all of them already work for IT companies, they approached to work professionally and did an excellent job.
Thus, students gained new experience of online defending their work, which will undoubtedly be useful in the formation of their competencies as IT specialists. The ability to represent and uphold the results of research, to seek and analyze new tasks that require a creative approach, new software tools, methods and algorithms is vital. The results showed that students welcome new challenges and are ready to tackle challenging but exciting tasks.
We continue to expand our knowledge and improve distance learning skills. Now we have gained new experience – how to conduct an exam online. Discipline “Methods and Systems of Artificial Intelligence” exam for the ITCSz-17-1 group is passed today. There is the topic “Exam” with the section “Tasks” in the module of this course. Each student has a folder in the section for publishing their answers. The teacher and students met at a video conference at the Google Hangouts Meet at the beginning of the exam. It is an online form of authentification confirmation. On the next stage, students sent a request letter to the teacher from their address at @nure.ua domain, in response, they received a pdf file with the personalised exams tasks. On the next two hours, students had to write answers on questions from their exams cards. Each student had to shot their written response, to create a pdf file and to send it to the course page, placing it under the “Exam” task section, into the folder with their last name. Next two hours, the teacher was checking and marking received answers. Then everybody gathered again for a videoconference, where teacher voiced her assessment in mark points for each student. The grade depended not only on how well the answer was provided but also on the students’ work through the semester and the labs’ tasks results. As a rule, part-time students work very hard and practically they have not enough time for studying. However, they are distinguished by their motivation, purposefulness and maturity of thinking, tend to learn new knowledge, often learn late in the night. Interestingly, in the context of a strict deadline for the delivery of labs’ reports, many students sent their assignments late at night, as they sought to increase the rating score even before the exam. The exam showed that our part-time students were well done. Although the results are different, they, like us, have gained new experience in working for the result under conditions of severe time constraints for online learning. I would also like to note the explicit and well-thought-out work of the Scientific and Training Centre for Part-Time Education (STCPTE). They sent an electronic examination sheet and instructions for filling it out. It was appreciated.
We wish our students, teachers and staff good health and tremendous success! P.S. Replica of the examiner: this exam was a real challenge for the teacher. Ten minutes before the exam begins, at 9:20, I lost the Internet connection. I tried everything. Nothing helped, then I called the provider, “Triolan.” The operator replied: “Repair work is being carried out at your address, the expected completion is 12-00.” I answered: “Gosh, My online-exam breaks down!!!”. The Internet worked again in five minutes. Such surprises happen in distance learning.
Everyone has already mastered teaching and studying online. But now we have a new challenge – how to do an undergraduate practice online!
We created the module “Undergraduate practice at the AI department” on the MOODLE platform (dl.nure.ua). For each of three teachers, the practice supervisors, we made a separate Consulting Point with access to video conferences via Google Hangouts Meet, where the teacher are presented every day according to the schedule attached to the module for counseling students.
We assigned the own group for each teacher. In addition, students need to be self-registered in the attendance section every day.Interestingly, the meeting was scheduled for 9-30 on the first day the practice. Almost all students attended! We exchanged impressions about distance learning, discussed what and how students will do in practice, requirements for reports and future diplomas, set a date for the next
In the context of a nationwide quarantine, the educational process at the Department of AI continues remotely. Teachers of the department use various platforms and tools for distance learning. The classes are continuing using the Moodle course management system, Google Classroom, Hangouts Meet … During the quarantine, the department created more than 40 distance learning courses. Wishing to all of us health and success in teachers’ hard work!